23 claims on pp. 7–129 (fact 19, statement 2, evidence 1, conjecture 1).
There is significant variability in how BTAM teams are structured; how often they meet; and how they conduct information-gathering, case reviews, and program evaluations.
Having policies specific to the BTAM team can also add a degree of formality by specifying leadership roles, details about meeting structure and regularity, and training requirements for team members.
NTAC recommends that BTAM teams meet “on a regular basis” to provide time for the team to work together and learn their individual responsibilities so they are able to operate more readily as one cohesive unit (NTAC, 2018).
At the minimum, BTAM teams should meet whenever cases require assessment and intervention, but—even in the absence of new cases—regular meetings can provide teams opportunities for training, monitoring of ongoing interventions, and review of past cases to learn and improve over time.
Sample (N = 1401) · Appendix A table base (respondents answering the table question; see note for tables)
Forty-three percent of schools have a standard meeting schedule for their BTAM teams.
Sample (N = 1401) · Appendix A table base (respondents answering the table question; see note for tables)
However, there was no convergence among these schools about how often meetings occurred: 9 percent met once per week, 8 percent met once every two weeks, 19 percent met once per month, and 6 percent met every two to three months.
Sample (N = 1401) · Appendix A table base (respondents answering the table question; see note for tables)
The remaining 57 percent of schools met irregularly on an as-needed basis depending on their case load.
Principals in urban schools, large schools, large districts, and schools serving a majority of students of color—categories that are highly overlapping—were particularly likely to report having a standard meeting schedule.
This includes having defining policy documents, written SOPs, and a standard meeting schedule for their BTAM teams.
Sample (N = 1394) · Teams answering how the team assesses seriousness during meetings
However, 79 percent of teams are using a common meeting structure (the sum of the bottom three rows in Table 8.1)
Notably, such practice also relies heavily on having the right people “at the table” for every case; if key BTAM team members are regularly absent from meetings or team meetings are unplanned or a team is affected by frequent staff turnover, a school’s BTAM program might reach inconsistent decisions about which interventions to use from case to case.
cite page 63 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Sample (N = 984) · Teams that monitor some or all students progress after intervention plans
In total, 60 percent of BTAM teams revisit cases during their meetings, although schools were split over whether their teams revisited cases at regular time intervals, only when specific events warranted (e.g., when a student returns to school after an absence), or some combination.
cite page 71 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Sample (N = 984) · Teams that monitor some or all students progress after intervention plans
Revisiting cases during regular BTAM meetings . . . | When specific events occur^c | 39
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Sample (N = 984) · Teams that monitor some or all students progress after intervention plans
Revisiting cases during regular BTAM meetings . . . | At regular time intervals | 38
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Today, schools in these states are more likely to have standardized meeting schedules for their BTAM teams, as well as written SOPs and defining policy documents for their BTAM programs.
There is little standardization in the way of BTAM team structure and meeting frequency, information-gathering and case review processes, and program evaluation.
Sample (N = 1635 | 1401 by column) · Table A.36 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Once per week | 9.7 | 9.0
Sample (N = 1635 | 1401 by column) · Table A.36 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Once every two weeks | 9.2 | 8.1
Sample (N = 1635 | 1401 by column) · Table A.36 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Once per month | 19.9 | 19.5
Sample (N = 1635 | 1401 by column) · Table A.36 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Every 2 to 3 months | 6.1 | 6.2
Sample (N = 1635 | 1401 by column) · Table A.36 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Irregularly or on an as-needed basis depending on case load | 55.2 | 57.2
N | 1,635 | 1,401
Only respondents who said their school has a school- or district-level BTAM team (or an alternative team that performs BTAM-like functions) saw this question.
Find the Perfect Training Class For You
